Allan H.K. Yuen

Associate Professor

University of Hong Kong


Presentation Title: Gender Stereotype and ICT Education in Cultural Context:  A Hong Kong Perspective


Allan H.K. Yuen is currently Associate Professor in Information and Technology Studies and Director of the Centre for Information Technology in Education (CITE), Faculty of Education at the University of Hong Kong (HKU). Dr. Yuen joined HKU in 1997, and his primary research interests focus on technology adoption and educational change, evaluation of e-learning and pedagogical innovations, social and cultural aspects of ICT education, and digital equity in education. He has led more than 50 research and development projects supported by various research funding bodies, such as University Grants Committee (UGC), Research Grants Council (RGC), Quality Education Fund (QEF), UNESCO, government agencies, and business organizations. He publishes widely in the aforementioned areas and has over 260 publications including books, monographs, book chapters, journal articles, conference papers, and research reports. His recent co-authored book publications include: ‘Educational Technology Program and Project Evaluation’ (2016; Routledge), ‘Nurturing the Digital Generation: A Participatory Approach’ (2015; HKU: CITE), ‘Educational Innovations beyond Technology: Nurturing Leadership and Establishing Learning Organizations’ (2011; Springer), and ‘The Changing Face of Education in Hong Kong: Transition into the 21st Century’ (2010; HKU: CITE).


Please click to view Allan H.K. Yuen’s CV.


  • Yuen, A.H.K. Park, J. Chen, L. & Cheng, M. (in press). The significance of cultural capital and parental mediation for digital inequity, New Media & Society.
  • Yuen A.H.K., Lau, W.F., Park, J., Lau, K.K. & Chan, A. (2016). Digital Equity and Students’ Home Computing: A Hong Kong Study, The Asia-Pacific Education Researcher, 25(4), 509-518.
  • Lau, W.F. & Yuen, A.H.K. (2015). Factorial invariance across gender of a perceived ICT literacy scale, Learning and Individual Differences, 41, pp. 79-85.
  • Lau, W.F. & Yuen, A.H.K. (2014). Towards a Gender-Focused Programming Performance Model, In Thomas S. Clary (Ed.). Horizons in Computer Science Research. Volume 9, Hauppauge, NY: Nova Science Publishers, Inc. pp. 141-152.
  • Lau, W.F. & Yuen, A.H.K. (2013). Adolescents’ risky online behaviours: The role of gender, religion, and parenting style, Computers in Human Behavior, 29, pp. 2690-2696.
  • Ma, W.K. & Yuen A.H.K. (2011). Gender Differences of Knowledge Sharing in Online Learning Environment, In Reggie Kwan, Joseph Fong, Lam-for Kwok & Jeanne Lam (Eds.). Hybrid Learning, Berlin Heidelberg: Springer-Verlag, pp. 116-128.
  • Lau, W.F. & Yuen, A.H.K. (2010). Gender differences in learning styles: Nurturing a gender and style sensitive computer science classroom, Australasian Journal of Educational Technology, 26(7), pp. 1090-1103.
  • Lau, W.F. & Yuen, A.H.K. (2010). Promoting conceptual change of learning sorting algorithm through the diagnosis of mental models: The effects of gender and learning style, Computers & Education, 54(1), pp. 275-288.
  • Lau, W.F. & Yuen, A.H.K. (2009). Exploring the effects of gender and learning styles on computer programming performance: implications for programming pedagogy, British Journal of Educational Technology, 40(4), 696 – 712.
  • Ma, W.K. & Yuen, A.H.K. (2006) Gender Differences in Information Technology Acceptance, in Eileen M. Trauth (Ed), Encyclopedia of Gender and Information Technology. Hershey, PA: Idea Group Inc., 550-556.
  • Yuen, A.H.K., & Ma, W.K. (2002) Gender differences in teacher computer acceptance, Journal of Technology and Teacher Education. 10(3), 365-382.